Patient ­Physician Interactive Game Playbook

Patient ­Physician Interactive Game Playbook

They used five chapters for each minigame they designed in the Game playbook article. Each chapter

has five sections: Player Transformation/Learning Goals, Curriculum Content, Targeted Variables,

Theoretical Frameworks ( Theory of Planned Behavior), and Game Design Application. I want to do

the same with four chapters ­ one for each section of PACE. P stands for presenting, A stands for

asking, C stands for checking, and E stands for Express. Here is the definition of the PACE Presenting

Presenting will provide information about how the adolescent feels. This section will indicate the

adolescent’s symptoms, concerns, or problems. Asking: During the examination, the adolescent will

ask questions if the desired information is not provided. Thinking about questions to ask the doctor

before the appointment will help the adolescent decide what information is important. Checking: This

particular portion of the conversation will clarify or check what the adolescent might have heard

during the course of the examination. During the examination, the adolescent might have heard

words or phrases that were difficult to understand, it might be necessary to clarify what the physician

or nurse might be referring to. Expressing This component is used to describe any concerns the

adolescent may have in regards to condition, treatment, procedures, dietary changes, or physical

activity recommendations. For this thesis, please concentrate only on the Player

Transformation/Learning Goals, so the P will have a Player Transformation/Learning Goals, the A will

have Player Transformation/Learning Goals, the C will have a Player Transformation/Learning Goals,

and E will have a Player Transformation/Learning Goals 1st section­Player Transformation/ Learning

Goals a. These goals describe the desired end state of the player experience (i.e., what the player will

learn from playing the minigame). b. derived from the “individual determinants” and represent the

factors that will have a direct causal effect on the target behaviors c. includes a brief narrative,

written in layman’s terms, that describes the overall goal of the minigame. d. game developers could

benefit from a more detailed description of the theoretical underpinnings of the

transformation/learning goals and curriculum content e. Thus, the Playbook, which clearly states the

player transformation goals and retains archived content, is available for review throughout the game

design process and is a critical reference tool. Example: the player transformation goals in the Game

Playbook article for People Sense are to (a) increase adolescents’ experience with navigating peer

relationships; (b) increase adolescent’s knowledge about social dynamics, risk taking, and the

interaction of social dynamics and risk taking (i.e., the influence of others’ behavior on one’s own

behavior); and (c) increase adolescents’ perceptions of the risks associated with interacting with

negative influence peers.

 

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